Self-Regulated Strategy Development: Relationship to the Social-Cognitive Perspective and the Development of Self-Regulation

Abstract

Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development (SRSD), has been and continues to be influenced by social cognitive theory, including Schunk and Zimmerman's (1997) social cognitive theory based model of the development of self-regulation. We also provide a description of how SRSD is used in the classroom as well as other resources for implementation.